Lesson # 6 in Trees & Forests Unit

Class: Grade 6 Science

Title: Fish Creek Park Field Trip Lesson Number 6 out of 21 Total in Unit

Objective of Lesson:
Students will visit Fish Creek Park and explore and describe the different tree types and the
different tree and animal interactions in a natural environment. This lesson will act as a
conclusion to Week 1 & 2s Focus of Tree Classification and as an introduction to Week 3s
focus of Tree & Animal Interactions and allow students to classify trees and explore those
interactions in an actual forest. This allows the students to imagine and hypothesize the effects
and the consequences of wildfires in that environment as an example.

Learner Outcomes Plan for Diversity

- 6-10.2: Describe kinds of plants and animals
found living on, under and among trees; and
identify how trees affect and are affected by
those living things
- 6-10.4: Identify general characteristics that
distinguish trees from other plants, and
characteristics that distinguish deciduous
from coniferous trees.
- 6-10.5: Identify characteristics of at least
four trees found in the local environment
Prerequisite Knowledge, Skills, Strategies and
Attitudes
-From Wetland Ecosystems Unit (Gr. 5)
-Identifying plants and animals
-Interactions between plants
-Living things vs. non-living things
-Lifecycles of plants and animals
-Adaptations of plants
- From Plant Growth & Changes Unit (Gr. 4)
- understand the importance of plants
to the natural environment and to humans
- understand the requirements that plants need
to grow
- Minimal text needed in order to take part in
learning activities (ELL)
- Allow students to use both visual and
written methods to communicate learning
(ELL)
- Provide instructions verbally and on a
Smart board or a whiteboard
- Allow students to collaborate and work
together
- Let students know about the routine for the
day
Preliminary Matters (Announcements, etc.)
- Confirm travel arrangements to Fish Creek
Park
- Confirm parent volunteers for field trip +
confirm they have a valid police check
- Confirm all students forms and field trip
fees are submitted
- List of groups for Fish Creek Park
exploration activities
- Extra pencils, erasers, etc.

Time What the teacher What the student Resources Assessment

does. does.
Introduction 15 mins -Discuss the -Sit on carpet, -Smart
behavioral contribute to board
expectations while discussion, and
on field trip, write ask questions if
out on Smart board required

Travel Time -Lead students onto -Get onto bus and

(depends on bus and do head sit in pairs -Class list
location) counts

15 mins -At Fish Creek Park, -Contribute to

have discussion with discussion about
students about what what theyve been
theyve learned learning during
during Week 1 & 2 Week 1 & 2
-Think-Pair-Share to
discuss with a peer -Discuss with a
-Relate what theyve peer during
learned to todays Think-Pair-Share
field trip (can
classify trees in the
natural habitat).
-Add in that this
week, students will
explore how animals
and trees interact.
Great way to start is
by observing it in an
actual forest

-10 mins -Divide students up

into groups and let
students know about
the schedule for the
day
Activity 1.5 hours -Volunteers will lead -Students will -Rope -Teacher will
Sequence (include groups into different describe and draw -Template review each
walking areas of the park the trees that are in students students research
time + -Volunteers will be in their 4-meter research notebooks to
breaks) provided with square and notebooks ensure theyve
enough rope for each conclude what to collect grasped the
student to observe a type of tree it is findings understandings
4-meter square in the (based on Week 1 from Week 1 & 2
forest & 2 lessons) on a
-Volunteers will be template in their
provided with research
 prompts to help notebooks.
students describe Provide evidence
what theyre (through text or a
observing and how diagram with
to come to a labels).
conclusion of what
type of tree it could
be
-Volunteers will be -Students can take -Class iPads
provided with a class a picture of their
iPad for students to observations
take pictures of their using class iPads
observations to show
the class

1 hour -Lunch -Lunch

-Teacher will
1.5 hours -Volunteers will lead -Students will -Rope review each
(include groups into different describe and draw -Template students
walking areas of the park the animals that in students notebooks to
time + -Volunteers will be are in their 4- research assess their
breaks) provided with meter square, how notebooks previous
enough rope for each theyre interacting knowledge and
student to observe a with the tree, and understanding of
4-meter square in the their relationship interactions
forest with the tree between trees and
-Volunteers will be (advantage, animals. They
provided with disadvantage, no will use that to
prompts to help effect) on a shape the lessons
students describe the template in their for the next week
interactions between research
animals and trees notebooks
that students are
observing
-Volunteers will be -Students can take -Class iPads
provided with a class a picture of their
iPad for students to observations
take pictures of their using class iPads
observations to show
the class
Closure Travel Time -Lead students onto -Get onto bus and
(depends on bus and do head sit in pairs
location) counts

10 mins -Let class know that

well discuss what
students observed
and described during
tomorrows class
 15 mins -Hand out exit slips -Brainstorm -Exit Slips -Teacher will
and prompt students during Think- review exit cards
with the question: Pair-Share with a to get a general
How were the peer and complete idea of what
animals interacting exit slip students observed
with the trees? and their prior
-Allow students to knowledge of
do Think-Pair-Share interactions
to brainstorm before between trees and
writing animals (will
-Have students hand shape whats
in exit slips before discussed in the
leaving the next lesson)
classroom
Adapted from Alberta Education, Canada, 2008